A data mining and item response mixture modeling method to retrospectively measure <i>Diagnostic and Statistical Manual of Mental Disorders</i>‐5 attention deficit hyperactivity disorder in the 1970 British Cohort Study

Cotton, Joanne; Baker, Sara

doi:10.1002/mpr.1753

Int J Methods Psych Res

2018

DOI: 10.1002/mpr.1753

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A data mining and item response mixture modeling method to retrospectively measure Diagnostic and Statistical Manual of Mental Disorders‐5 attention deficit hyperactivity disorder in the 1970 British Cohort Study

Joanne Cotton

Sara Baker

Abstract: Objective To facilitate future outcome studies, we aimed to develop a robust and replicable method for estimating a categorical and dimensional measure of Diagnostic and Statistical Manual of Mental Disorders‐5 (DSM‐5) attention deficit hyperactivity disorder (ADHD) in the 1970 British Cohort Study (BCS70). Method Following a data mining framework, we mapped DSM‐5 ADHD symptoms to age 10 BCS70 data (N = 11,426) and derived a 16‐item scale (α = 0.85). Mapping was validated by an expert panel. A categorical subg… Show more

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Cited by 2 publications

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“…8 8 An assumption of unidimensional IRT is that the underlying trait distribution is normal (despite IRT being robust to some level of non‐normality: Cotton & Baker, 2019). Despite this, PV estimates were still investigated to ensure they possessed characteristics suggesting normality.…”

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The relationship between educational television and mathematics capability in Tanzania

Watson¹,

Hennessy²,

Vignoles³

2020

Brit J Educational Tech

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Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low‐income countries when delivered in controlled settings. However, existing research in low‐resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania‐produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross‐sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross‐sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television‐based interventions to be highly cost effective. What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television‐based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low‐income context that concerned the association between learning outcomes and viewing among primary‐age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross‐sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost‐effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost‐effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low‐income contexts now possess more convincing evidence on the potential influence of educational television interventions. Addi...

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The relationship between educational television and mathematics capability in Tanzania

Watson¹,

Hennessy²,

Vignoles³

2020

Brit J Educational Tech

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Developmental Dyslexia: Disorder or Specialization in Exploration?

Taylor

Vestergaard

2022

Front. Psychol.

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We raise the new possibility that people diagnosed with developmental dyslexia (DD) are specialized in explorative cognitive search, and rather than having a neurocognitive disorder, play an essential role in human adaptation. Most DD research has studied educational difficulties, with theories framing differences in neurocognitive processes as deficits. However, people with DD are also often proposed to have certain strengths – particularly in realms like discovery, invention, and creativity – that deficit-centered theories cannot explain. We investigate whether these strengths reflect an underlying explorative specialization. We re-examine experimental studies in psychology and neuroscience using the framework of cognitive search, whereby many psychological processes involve a trade-off between exploration and exploitation. We report evidence of an explorative bias in DD-associated cognitive strategies. High DD prevalence and an attendant explorative bias across multiple areas of cognition suggest the existence of explorative specialization. An evolutionary perspective explains the combination of findings and challenges the view that individuals with DD have a disorder. In cooperating groups, individual specialization is favored when features that confer fitness benefits are functionally incompatible. Evidence for search specialization suggests that, as with some other social organisms, humans mediate the exploration–exploitation trade-off by specializing in complementary strategies. The existence of a system of collective cognitive search that emerges through collaboration would help to explain our species’ exceptional adaptiveness. It also aligns with evidence for substantial variability during our evolutionary history and the notion that humans are adapted not to a particular habitat but to variability itself. Specialization creates interdependence and necessitates balancing complementary strategies. Reframing DD therefore underscores the urgency of changing certain cultural practices to ensure we do not inhibit adaptation. Key improvements would remove cultural barriers to exploration and nurture explorative learning in education, academia, and the workplace, as well as emphasize collaboration over competition. Specialization in complementary search abilities represents a meta-adaptation; through collaboration, this likely enables human groups (as a species and as cultural systems) to successfully adapt. Cultural change to support this system of collaborative search may therefore be essential in confronting the challenges humanity now faces.

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A data mining and item response mixture modeling method to retrospectively measure Diagnostic and Statistical Manual of Mental Disorders‐5 attention deficit hyperactivity disorder in the 1970 British Cohort Study

Cited by 2 publications

References 76 publications

The relationship between educational television and mathematics capability in Tanzania

The relationship between educational television and mathematics capability in Tanzania

Developmental Dyslexia: Disorder or Specialization in Exploration?

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